Development of professional project skills of Technical university Students

The difficulty of producing young technical professionals by developing competencies that are in demand in the labor market is the focus of this article. Generalized interpretations of the concepts of competence, professional competencies, and supra-professional competencies are presented, and the author’s position on the essence of these types of competencies is given. The structure of project competencies is also presented, and their status as supra-professional competencies is shown. The results of an empirical study at the universities of Omsk are presented. The purpose of the study is to summarize the experience of the formation of supra-professional design competencies of students of technical profiles and to suggest ways to improve it. The main research method was a questionnaire survey; it engaged 190 students of various technical specialties from four universities in Omsk, 65 teachers of the graduating departments of these universities, as well as 45 employers – partners of these universities. The main conclusions were the following: respondents give different interpretations of supra-professional competencies, the most accurate interpretation was given by representatives of enterprises; respondents speak in favor of the need for supra-professional competencies and, in particular, project competencies; employers often assess the degree of development of project competencies as low or medium; respondents name the most promising areas for the formation of project competencies through the participation of students in multifunctional project teams and the implementation of projects commissioned by enterprises.partners of these universities. The main conclusions were the following: Respondents give different interpretations of supraprofessional competencies; the most accurate interpretation was given by representatives of enterprises. Respondents speak in favor of the need for supra-professional competencies and, in particular, project competencies. Employers often assess the degree of development of project competencies as low or medium. Respondents name the most promising areas for the formation of project competencies through the participation of students in multifunctional project teams and the implementation of projects commissioned by enterprises.